AI-Education Strategist | Qualitative Researcher | Founder, Resonance Consulting

About Resonance Consulting

My work sits at the convergence of technology, education, organizational improvement, research, and curriculum design. That convergence began long before the current wave of generative AI.

I began my professional career during the original dot-com boom, working in programming, web development and design, technical support, and technology training. As my career moved into education, technology remained part of the work. Over the past 27 years in education, my roles have spanned K–12 teaching, literacy and mathematics intervention, reading specialization, data coaching and instructional improvement, higher education, research, curriculum development, and teacher preparation.

Across those settings, much of my work has centered on a consistent question: how do we help people understand what is happening, use evidence well, and develop practices that endure beyond a particular program, platform, or initiative?

My work later expanded into higher education and research. I earned a PhD in Urban Education, Curriculum & Instruction from the University of Wisconsin–Milwaukee. My dissertation, Impact of Interruption: Literacy Instruction During the COVID-19 Pandemic, examined literacy instruction during one of the most significant disruptions education has experienced in recent history, including the role of emerging technologies as schools and educators adapted. I also hold graduate degrees in mathematics intervention and literacy with an emphasis in special needs.

My work with emerging technology has continued alongside my work in education. It has included collaborations with Silicon Valley partners, development of early Alexa skills, university-level AI policy work, and applied work within the AI industry, including Scale AI and SuperAnnotate AI. More recently, I have been recruited for doctoral-level work involving the evaluation and development of large language models.

Working across these environments has given me an unusual vantage point. I see artificial intelligence from inside educational institutions trying to respond to it while also having direct experience with parts of the industry developing and evaluating the technology itself.

Resonance Consulting grew from that convergence.

Today, my work brings together K–12 and higher education, organizational improvement, research, curriculum design, educational technology, and the AI industry. I work with educators and educational leaders while also maintaining relationships with researchers, developers, and technology professionals. Those relationships can create opportunities for districts to engage more directly with emerging work through carefully selected pilots, feedback opportunities, professional collaborations, and conversations with people closer to technology development.

The Human-AI Stewardship Continuum, Human-AI Question Protocol, and related tools described in this proposal are part of an ongoing research and development agenda focused on a larger question:

How do people and institutions develop the judgment, practices, and dispositions needed to live wisely with increasingly capable intelligence?

My role with Random Lake would draw on that full convergence of experience: researcher, educator, facilitator, strategic advisor, curriculum designer, and translator between worlds that do not always speak to one another.

Selected Experience & Qualifications

Johanna Groene, PhD

• 27 years in education across K–12 and higher education

• PhD, Urban Education, Curriculum & Instruction, University of Wisconsin–Milwaukee

• Dissertation: Impact of Interruption: Literacy Instruction During the COVID-19 Pandemic, including examination of emerging technology and instructional adaptation during the pandemic

• MS, Mathematics Intervention

• MS, Literacy, with an emphasis in Special Needs

• Experience spanning classroom teaching, literacy and mathematics intervention, reading specialization, data coaching, instructional improvement, higher education, research, curriculum development, and teacher preparation

• Early professional experience in programming, web development and design, technical support, and technology training

• Experience with emerging technologies including early Alexa skill development and collaborations with technology professionals and developers

• AI-industry experience including work with Scale AI and SuperAnnotate AI, along with recruited doctoral-level work involving large language model evaluation and development

• Experience contributing to university-level AI policy development

• Developer of the Human-AI Stewardship Continuum and Human-AI Question Protocol

• Designer of AI-focused professional learning, simulations, curriculum, and organizational frameworks

• Active professional relationships across K–12 and higher education, educational technology, research, and AI development

Why This Combination Matters

Schools are being asked to make consequential decisions about technologies that are changing faster than traditional institutional planning cycles can comfortably accommodate. Doing this well requires understanding more than the technology itself. It requires knowledge of classrooms, learning, organizational change, evidence, policy, human behavior, and the systems in which those decisions will actually live.

It also requires continually looking outward as the landscape changes and translating what is happening elsewhere into the particular context of a school district.

That convergence is what I bring to the partnership.

 Workshop & Training Topics

• Cheat-Proofing Assessments in the Age of AI
  
  

• Rewriting the Syllabus: From Final Product to Process-Based Grading
  
  

• Human-AI Co-Evolution: Ethics and Pedagogy in Practice
  
  

• Designing Inclusive Tech Culture in Higher Ed